Running head: FIFTH GRADE UNIT LESSON PLAN 1

FIFTH GRADE UNIT LESSON PLAN EARLY AMERICAN CULTURAL EXPERIENCES Olaf Besgen National University

In partial fulfillment for the requirements for TED 635 William Pine September 1, 2012

EARLY AMERICAN CULTURAL EXPERIENCES Abstract This assignment is a weeklong lesson plan incorporating the content areas of

History/Social Science, Physical Education, and Visual and Performing Arts. This lesson addresses the California State content standards in all of the content areas for a fifth grade class. The students will learn about early American cultural experiences of the Native American Indians and the Westward Movement during the early 1800s. The weeklong lesson will show how the different content areas can be used together to further the understanding of the students. The students will demonstrate what they learned through various small group activities both in and out of the classroom. Various assessments will occur throughout the week, and at the end of the lesson, to ensure students have understood the concepts being taught.

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Content Area:

Monday Standard (Learner Outcomes):

Instructional Activities: Teacher will begin the lesson with an overview of the late 1700s/ early 1800s. He will discuss the Native American Indians and the Westward migration that took place during that time period. Students will continue the lesson by reading a variety of textbooks, or web sites related to native American Indians and their environment, traditions and way of life. In particular we will focus on important social activities like dance and games they participated in. One book the students might read is Native American Games and Stories by James Bruchac.

Social Studies/ History

5.1.1 Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

Visual and Performing Arts

Development of Motor Skills and Technical Expertise 1.1 Demonstrate focus, physical control (e.g., proper alignment, balance), and coordination in performing locomotor and axial movement.

After discussing the important aspects of Native American society, students will work in small groups to create or recreate a game or dance similar to ones Native American children participated in. To get a better understanding of our natural environment, the students will take a walking tour of the school campus, taking notice of their surroundings. They will incorporate a variety of movement (locomotor) patterns by first walking slowly, varying their speed, and eventually increasing their speed to provide some variation in movement. They will also walk in various patterns like single line, rows of two, etc. and different circles, zig zag and other formations. While doing this, they will explore their surroundings, including the buildings, where gardens might be planted, play areas, etc.

Physical Education

Rhythmic Skills 1.18 Design and perform a creative dance, combining locomotor patterns with intentional changes in speed and direction.

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Content Area:

Tuesday Standard (Learner Outcomes):

Instructional Activities: With the help of their textbooks, websites and other reference material, students will begin creating a short presentation on the Native American Indians. They will incorporate ideas from Mondays lesson on games/dances as it relates to customs and traditions. Students will continue to outline their game or dance routines from Mondays lesson, and will begin practicing with their small groups. Students will include ideas they learned from the Social Studies lesson, as well as the movements they participated in during Mondays PE tour of their campus. To continue from the Visual and Performing Arts activity, the students will add musical elements to the dance routine. If they are playing a game, they will include a related object, such as a ball or hoop into their game.

Social Studies/ History

5.1.2. Describe their (pre-Columbian Indians) varied customs and folklore traditions.

Visual and Performing Arts

1.2 Name and use a wide variety of movements (e.g., isolations/whole body).

Physical Education

Rhythmic Skills 1.19 Design and perform a routine to music that involves manipulation of an object.

Content Area:

Wednesday Standard (Learner Outcomes):

Instructional Activities: Students will discuss and include how the Westward bound settlers interacted with the Native Americans. They will outline on a map the route taken to reach the West, and describe the environment along the way. For example, students will discuss in their presentation Lewis & Clarks Westward Journey and what they explored, how they interacted with the Indians, and purpose of the trip. The students will incorporate their newly found information into a PowerPoint presentation they will give at the end of the lesson. They can incorporate images from internet sites, or drawings they have drawn themselves.

Social Studies/ History

5.8.4 Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

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Visual and Performing Arts

Development of Dance 3.1 Describe how and why a traditional dance may be changed when performed on stage for an audience.

Students will describe how an informal game or dance became part of a tradition. As their performances evolved from simple, uncomplicated activities, to become more formal parts of society and part of the culture. When done in front of an audience, what elements are required and how to prepare for the presentation. Reflecting on Mondays walking tour, students will describe why it is important to have space. They will contrast how a game or dance might be performed in a small area, vs. outdoors when they have more open space to practice and play. The students will demonstrate how they might be limited to small dances or games when they do not have room by playing/performing on stages in the multipurpose room, or outside.

Physical Education

Movement Concepts 2.1 Explain the importance of open space in playing sport-related games.

Thursday Content Area: Standard (Learner Outcomes): 5.8.3 Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont). History and Function of Dance 3.2 Identify and perform folk/traditional, social, and theatrical dances done by Americans in the eighteenth and nineteenth centuries. Fitness Concepts 4.7 Describe the principles of training and the application to each of the components of health-related physical fitness. Instructional Activities: To continue with Wednesdays presentation, students will be required to describe the purpose of the Westward movement and the implications this had on America. This knowledge is important to the history of America, and will be added to their PowerPoint presentation.

Social Studies/ History

Visual and Performing Arts

Students will rehearse their game or dance routine, and finalize their presentation.

Physical Education

Students will discuss with the class and their peers why it is important to stay healthy. They will describe elements of training, nutrition and maintaining a healthy lifestyle in order for them to play games/dance routines, and in general to participate in daily activities.

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Friday Content Area: Standard (Learner Outcomes): 5.8.4 Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails). Instructional Activities: Working with their small groups, students present their activity to the class and describe how it was important to the Native American society and culture, as well as the influence the Westward expansion had on America. Continuing in the same small groups, students will perform their game or dance routine in front of the class. They will describe why they chose this activity, and how it is different from other activities of the related time period as well as how children might have alternative games or dance routines than adults. To continue with the Visual and Performing Arts routines the class will enjoy playing or dancing some of the activities outside or in the gymnasium. We will appreciate each others culture and celebrate the activities we have learned during the week.

Social Studies/ History

Visual and Performing Arts

Diversity of Dance 3.3 Select traditional dances that men, women, or children perform and explain the purpose(s) of the dances.

Physical Education

Group Dynamics 5.8 Appreciate physical games and activities reflecting diverse heritages.

TEACHER AND STUDENT INTERACTIONS Rubric

This is a rubric for the final presentation to the classroom created from the activities during the unit lesson. Teacher Name: Mr. Besgen Student Name:
CATEGORY Historical Accuracy

________________________________________
4 Points All historical information appeared to be accurate and in chronological order. Activities are relevant to time period and provides multiple examples Can clearly explain several ways in which both games and dance activities influenced early American culture. Student included more information than was required. Student uses several props (could include costume) that accurately fit the period, shows considerable work/creativity and makes the presentation better. 3 Points Almost all historical information appeared to be accurate and in chronological order. Activities are relevant to time period and provides few examples. Provides only one example for either games or dance activities influence on early American culture. Student included all information that was required. Student uses 12 props that accurately fit the period, and makes the presentation better. 2 Points Most of the historical information was accurate and in chronological order. Activities are somewhat relevant to time period. Provides only one example in which games and dance activities influenced early American culture. Student included most information that was required. Student uses 1-2 props which make the presentation better. 1 Point Very little of the historical information was accurate and/or in chronological order. Activities are not relevant to time period. Cannot explain why games and dance activities influenced early American culture. Student included less information than was required. The student uses no props OR the props chosen detract from the presentation. Total

Activities (Games or Dance)

Knowledge Gained

Required Elements

Props/ Costume

TEACHER AND STUDENT INTERACTIONS Assessment

This unit lesson will utilize various assessment systems throughout the week to provide the kinds of information and feedback that allow students to move ahead and develop their skills and knowledge base (Eby, Herrell & Jordan, 2011, p. 207). By utilizing a variety of assessment techniques, the teacher can help all students regardless of learning style, ability or language knowledge. It is critical to be flexible and monitor progress during lessons to ensure related goals and outcomes are met and help students who may be struggling or are jumping ahead to the next activity. Assessments also help the teacher maintain organization in the classroom, and assist with reviewing and modifying upcoming activities in the unit. At the beginning of a lesson it is important for the students to understand how they will be graded. They can participate in this assessment by providing input into the units rubric. The rubric can combine traditional grading practices with other classroom-based assessments such as outlining specific goals and outcomes for the assignment that are linked to varying levels of achievement. Informal assessments will be also used and are intended to be an ongoing, formative, observation tool. It allows the teacher to identify children's behaviors and make immediate decisions about whether or not changes are necessary for the lesson plan. As Fifth grade students are continually working on their social and collaboration skills they can participate in their own assessments. When students work together to review their peer work, they also work on developing appropriate oral language and writing skills. With this five-day unit, students will review and assess their peers. This

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type of assessment will help students develop the proper skills to manage their own work and time, and the cognitive skills to help their peers during the evaluation process.

Unit Evaluation Evaluation for the unit will be done by reviewing the various assessments, student interaction and collaboration, as well as overall teacher feelings about the lesson plan. The teacher will observe the games and performances to ensure the activities are related to the time period, as well as to make sure all students were involved in creating their particular activity. Throughout the week, the teacher can make adjustments to help make it a smooth lesson, as well as help those students who might be struggling. A reflective teacher understands that there are various learning styles and abilities, and will make accommodations for all students. The diverse population of the class will be taken into account when completing evaluations and related changes will be made to ensure the success of everyone in the classroom. The teacher understands and uses the various assessment tools, not only during a single lesson, but also during a longer lesson unit. When utilizing the various techniques, not only will students will continue to improve but the teacher will also continue to provide more creative, interesting and exciting lesson plans in his classroom. This creativity comes from being a caring and reflective teacher that reviews the entire process with each lesson. (Eby, et. al. 2011, p. 13).

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Final Draft I received positive feedback for this five-day unit lesson plan from my peers. Everyone liked the ideas of creating/developing games and dance activities related to the time period, especially incorporating Native American theme games. I updated and incorporated ideas I received from other students as well as ideas I thought beneficial from reviewing other plans. The updates are bolded in the above sections of the actual plan. I found it very helpful to work together with my peers. By getting, and in return providing constructive feedback on the Thematic Unit Lesson with my peers, not only strengthens the lesson plan, but also my ability to teach. As Eby, et.al (2011) discuss, the ability to work collaboratively with other professionals may be demonstrated by sharing responsibilities for developing curriculum or planning other aspects of the instructional program of the school (p. 250). It is when teachers work together that we strengthen our teaching proficiency (p. 251). I hope to see this sort of beneficial collaboration in other classes throughout the Masters program at NU.

TEACHER AND STUDENT INTERACTIONS References

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California State Department of Education. (1998). History-Social science framework for California public schools K-12.California Department of Education California State Department of Education. (2001). Visual and performing arts framework for California public schools K-12. California Department of Education. California State Department of Education. (2005). Physical education framework for California public schools K-12. California Department of Education. Eby J., Herrell A. & Jordan M. (2011). Teaching in K-12 schools: A reflective action approach. (5th ed.) Upper Saddle River, New Jersey: Pearson Education.